How will you be certain that you have met your goals? It is critical that this is considered BEFORE embarking on any project because it is important to know what progression has been made as a result of you achieving your goals. Across a school, how can teachers be certain that their innovation and practice is achieving progress for learners and the school vision? How will managers know? How will learners know?
What kinds of evaluation processes will change this knowledge into shared continuous improvement by all? How can ICT be used to move closer to real time evaluation and greater responsiveness to the views of more people? How might ICT be allowing opinions to be backed up by evidence?
None of these are easy questions to answer and often we fall back on measuring the things that are easy to measure rather than those that are valuable. There has been a disproportionate number of studies comparing a whole range of outcomes for girls verses boys and I suspect this is mainly because sex is one of the only definite measures in education!
This century will see much more sophisticated ways emerge for measuring progression and central to this will be ways of measuring all those aims that internationally are considered to be most important such as creativity and teamwork.
Art work and other media have long faced the problem of how to assess them, particularly their monetary value and popular acceptance. In these cases, peer review has been used extensively and effectively. The cost of a Van Gogh is what people will pay for it in open auction and there is no formula or computer generated algorithm that can predict this.
The PbyP approach has always been to use this mechanism to measure progression in school. Progress is evaluated by ‘expert’ peers in other schools and a consensus is reached within this community as to whether the learner has progressed or not. This will be described later but think for a moment about how your policy would change if you could measure the impact of projects on the creativity of your learners. This is the kind of evaluation techniques required if we are to break free of gauging the success of 21st century learners using 19th century testing methods.
If you are personalising your school then the following ladder may help you gauge how far you have progressed in this aspect of personalisation and help set targets for further development. In terms of REORDER this aspect is concerned with how you know learning is being effective and then using this information to adjust the PACE of learning.
|Level 1 – One size fits all – All learners in a particular group do the same course in the same time
|Level 3 – Choice – Learners have some choice over the pace at which they complete some tasks
|Level 5 – Personalised ‘For’ Groups – Mastery models or ‘stage not age’ models are used
|Level 7 – Teacher Strategy – Evaluation also takes account of competency, motivation, self esteem etc
|Level 9 – Personalised ‘By’ the learner ? – Peers take a much more evaluative and supportive role